Sessional Law Teacher Well-Being: An Empirical Australian Study

Natalie Skead, Shane L. Rogers

Research output: Chapter in Book/Conference paperChapterpeer-review

1 Citation (Scopus)

Abstract

High rates of casualisation of teaching in higher education is a growing global phenomenon. In the context of legal education, sessional law teachers undertake a significant proportion of teaching in many law schools. In addition to experiencing several of the stressors affecting academic teaching staff generally, sessional law teachers are also impacted negatively by a host of other factors related both to their sessional status and the nature of the discipline in which they teach. This chapter reports on a 2021 study of Australian sessional law teachers. It explores the extent to which participants experience psychological distress, and the sources of that distress, and suggests strategies law schools might take to support sessional teacher well-being.
Original languageEnglish
Title of host publicationWellbeing and the Legal Academy
EditorsCaroline Strevens, Emma Jones
Place of PublicationCham
PublisherSpringer Nature Switzerland AG
Chapter4
Pages57-76
Number of pages20
ISBN (Electronic)978-3-031-20691-7
ISBN (Print)978-3-031-20690-0
DOIs
Publication statusPublished - 18 Feb 2023

Publication series

NameSpringer Briefs in Education
ISSN (Print)2211-1921
ISSN (Electronic)2211-193X

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